“Both low-tech and high-tech machines can surely help students learn but it is the teacher’s lesson objectives, knowledge of the subject, rapport with students, and a willingness to push and support them that count greatly in what students learn rather than anything intrinsic within the devices used.”
“In fact, OpenAI expects a collaborative disclaimer, one in which the published content is “attributed” to a human author (or company) at the same time that the “role of AI in formulating the content is clearly disclosed in a way that no reader could possibly miss.” …The company insists that we should not view the content generated by the human-AI interaction as entirely AI or “wholly” human. At the same time OpenAI insists that “it is a human who must take ultimate responsibility for the content being published.””
“As schools ponder what to call their work (DEI, JEDI, DEIJB, etc.), I urge you to avoid the illusion of inclusion and commit to the core issues before adding more letters.”
“I don’t believe we are in an endemic phase— a state of predictability. I think we are on our way, and COVID-19 will eventually fall into seasonal patterns. But this will likely take years. Until then, we will be in an awkward space between pandemic and endemic. Epidemiologists don’t have an official word for this phase. WHO flu risk management people would probably call this the “transition” phase.”
“If “Cultural Capital” was a sociology of judgment, then “Professing Criticism” is a sociology of criticism, an argument about how, during the twentieth century, the practice evolved from a wide-ranging amateur pursuit, requiring no specialist training or qualifications, into a profession and a discipline housed within the academy.”
“Daunt’s focus has been devolving power to local store managers. A great bookstore, he thinks, is a reflection of the community in which it exists. A Barnes & Noble next to a thriving church needs to be different than one down the street from a high school… “We sort of take three steps forward and then one step back,” Daunt told me. “The forward is my constantly encouraging and pushing for the stores themselves to have the complete freedom to do absolutely whatever they want — how they display their books, price their books, sort their sections, anything. Those freedoms are difficult if you lived in a very straitjacketed world where everything was dictated to you.””
“Children can benefit from them for a couple of reasons. For one thing, sleepovers provide an experience, like trick-or-treating, when the power balance between grown-ups and children can shift in the latter’s favor for the simple reason that parents don’t have the stamina to keep up with (or even stay awake for) kids’ antics. Feeling powerful can be energizing and, well, empowering. But an even more potent benefit is the chance to learn deeply from other families. I found it incredibly exciting to be a voyeur in another family’s home. Some families ran a tight ship; others had dishes piled high in the sink. Some parents were fun to talk with; others scared me witless. Some families seemed to be thriving; others were just hanging on. Seeing these differences helped me reflect on my own place in the world.”
Every week I send out articles I encounter from around the web. Subject matter ranges from hard knowledge about teaching to research about creativity and cognitive science to stories from other industries that, by analogy, inform what we do as educators. This breadth helps us see our work in new ways.
Readers include teachers, school leaders, university overseers, conference organizers, think tank workers, startup founders, nonprofit leaders, and people who are simply interested in what’s happening in education. They say it helps them keep tabs on what matters most in the conversation surrounding schools, teaching, learning, and more.
– Peter Nilsson